Evidence on the impact of second language teacher education is inconclusive in the area of pronunciation pedagogy. This study explores how the cognition (knowledge, beliefs, thoughts, attitudes and perceptions) of 10 pre-service and five in-service teachers developed during a postgraduate course on pronunciation pedagogy. Questionnaire items, focus group meetings, semi-structured interviews, classroom observations and an assessment task were used to trace the development of participants’ beliefs and knowledge. Findings demonstrated that the development of the student teachers’ cognition was limited and the notion of integrating pronunciation into L2 lessons proved to be challenging for participants irrespective of their pronunciation teaching background. Also, while student teachers’ awareness about the benefits of kinesthetic/tactile teaching techniques increased, native English-speaking teachers without any pronunciation teaching experience appeared to be particularly susceptible to factors restricting cognition development. The paper concludes with a discussion about implications for language teacher educators preparing pronunciation instructors.
Acton, W. (2001). FocalSpeak: Integrating rhythm and stress in speech-pronunciation. In J. Murphy & P. Byrd (Eds.), Understanding the courses we teach: Local perspectives on English language teaching (pp. 197–217). Ann Arbor, MI: University of Michigan Press.
Acton, W., Baker, A. A., Burri, M., & Teaman, B. (2013). Preliminaries to haptic-integrated pronunciation instruction. In J. Levis & K. LeVelle (Eds.), Proceedings of the 4th Pronunciation in Second Language Learning and Teaching Conference, August 2012 (pp. 234–244). Ames, IA: Iowa State University.
Altan, M. Z. (2006). Beliefs about language learning of foreign language major university students. Australian Journal of Teacher Education, 311, 45–52.
Aslan, E. (2015). When the native is also a non-native: "Retrodicting" the complexity of language teacher cognition. The Canadian Modern Language Review, 71(3), 244–269.
Baker, A. A. (2011a). Discourse prosody and teachers’ stated beliefs and practices. TESOL Journal, 2(3), 263–292.
Baker, A. A. (2011b). ESL teachers and pronunciation pedagogy: Exploring the development of teachers' cognitions and classroom practices. In J. Levis & K. LeVelle (Eds.), Proceedings of the 2nd Pronunciation in Second Language Learning and Teaching Conference, September 2010 (pp. 82–94). Aimes, IA: Iowa State University.
Baker, A. A. (2014). Exploring teachers' knowledge of L2 pronunciation techniques: Teacher cognitions, observed classroom practices and student perceptions. TESOL Quarterly, 48(1), 136–163.
Baker, A. A., & Murphy, J. (2011). Knowledge base of pronunciation teaching: Staking out the territory. TESL Canada Journal, 28(2), 29–50.
Barnard, R., & Burns, A. (Eds.). (2012). Researching language teacher cognition and practice: International case studies. Bristol: Multilingual Matters.
Basturkmen, H. (2012). Review of research into the correspondence between language teachers' stated beliefs and practices. System, 40(2), 282–295.
Borg, M. (2005). A case study of the development in pedagogic thinking of a pre-service teacher. TESL-EJ, 9(2), 1–30.
Borg, S. (2003). Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do. Language Teaching, 36(2), 81–109.
Borg, S. (2006). Teacher cognition and language education: Research and practice. London: Continuum.
Borg, S. (2009). Language teacher cognition. In A. Burns & J. C. Richards (Eds.), The Cambridge guide to second language teacher education (pp. 163–171). New York, NY: Cambridge University Press.
Borg, S. (2011). The impact of in-service teacher education on language teachers’ beliefs. System, 39(3), 370–380.
Breitkreutz, J., Derwing, T. M., & Rossiter, M. J. (2001). Pronunciation teaching practices in Canada. TESL Canada Journal, 19(1), 51–61.
Burgess, J., & Spencer, S. (2000). Phonology and pronunciation in integrated language teaching and teacher education. System, 281, 191–215.
Burns, A. (2006). Integrating research and professional development on pronunciation teaching in a national adult ESL program. TESL Reporter, 391, 34–41.
Burns, A., & Richards, J. C. (2009). Second language teacher education. In A. Burns & J. C. Richards (Eds.), The Cambridge guide to second language teacher education (pp. 1–8). Cambridge: Cambridge University Press.
Burri, M. (2015a). “My perspective changed dramatically”: A case for preparing L2 instructors to teach pronunciation. English Australia Journal, 31(1), 19–37.
Burri, M. (2015b). Student teachers' cognition about L2 pronunciation instruction: A case study. Australian Journal of Teacher Education, 40(10), 66–87.
Buss, L. (2015). Beliefs and practices of Brazilian EFL teachers regarding pronunciation. Language Teaching Research.
Cabaroglu, N., & Roberts, J. (2000). Development in student teachers' pre-existing beliefs during a 1-year PGCE programme. System, 28(3), 387–402.
Celce-Murcia, M., Brinton, D., & Goodwin, J. (2010). Teaching pronunciation: A course book and reference guide, 2nd ed. New York, NY: Cambridge University Press.
Creswell, J. W. (2013). Qualitative inquiry & research design: Choosing among five approaches, 3rd ed. Thousand Oaks, CA: Sage.
Derwing, T. M., Diepenbroek, L. G., & Foote, J. A. (2012). How well do generall-skills ESL textbooks address pronunciation?TESL Canada Journal, 30(1), 22–44.
Diepenbroek, L. G., & Derwing, T. M. (2013). To what extent do popular ESL textbooks incorporate oral fluency and pragmatic development?TESL Canada Journal, 30(7), 1–20.
Duff, P. A. (2008). Case study research in applied linguistics. New York, NY: Lawrence Erlbaum Associates.
Farrell, T. S. C. (2007). Reflective language teaching: From research to practice. New York, NY: Continuum.
Farrell, T. S. C. (2009). Critical reflection in a TESL course: Mapping conceptual change. ELT Journal, 63(3), 221–229.
Farrell, T. S. C., & Tomenson-Filion, B. (2014). Teacher beliefs and classroom practices. In B. S. Selim & L. J. Zhang (Eds.), Language teachers and teaching: Global perspectives, local initiatives (pp. 346–374). New York, NY: Routledge.
Foote, J. A., Holtby, A. K., & Derwing, T. M. (2011). Survey of the teaching pronunciation in adult ESL programs in Canada, 2010. TESL Canada Journal, 29(1), 1–22.
Foote, J. A., Trofimovich, P., Collins, L., & Urzúa, F. (2013). Pronunciation teaching practices in communicative second language classes. The Language Learning Journal, 1–16.
Freeman, D. (2002). The hidden side of the work: Teacher knowledge and learning to teach. Language Teaching, 35(1), 1–13.
Freeman, D., & Johnson, K. E. (1998). Reconceptualizing the knowledge-base of language teacher education. TESOL Quarterly, 32(3), 397–417.
Gilbert, J. (2012). Clear Speech, 4th ed. New York, NY: Cambridge University Press.
Graham, C. (1986). Small talk: More jazz chants. Oxford: Oxford University Press.
Gutierrez Almarza, G. (1996). Student foreign language teachers' knowledge growth. In D. Freeman & J. C. Richards (Eds.), Teacher learning in language teaching (pp. 50–78). Cambridge: Cambridge University Press.
Harmer, J. (2007). The practice of English language teaching, 4th ed. Harlow, UK: Pearson Education.
Hong, J. Y. (2010). Pre-service and beginning teachers' professional identity and its relation to dropping out of the profession. Teaching and Teacher Education, 26(8), 1530–1543.
Johnson, K. E. (1992). The relationship between teachers' beliefs and practices during literacy instruction for non-native speakers of English. Journal of Literacy Research, 24(1), 83–108.
Johnson, K. E. (1994). The emerging beliefs and instructional practices of preservice English as a second language teachers. Teaching and Teacher Education, 10(4), 439–452.
Kanno, Y., & Stuart, C. (2011). Learning to become a second language teacher: Identities-in-practice. The Modern Language Journal, 95(2), 236–252.
Kourieos, S. (2014). The knowledge base of primary EFL teachers: Pre-service and in-service teachers' perceptions. Journal of Language Teaching and Research, 5(2), 291–300.
Krueger, R. A., & Casey, M. A. (2000). Focus groups: A practical guide for applied research, 3rd ed. Thousand Oaks, CA: Sage.
Kubanyiova, M. (2012). Teacher development in action: Understanding language teachers' conceptual change. New York, NY: Palgrave Macmillan.
Kurihara, Y., & Samimy, K. (2007). The impact of a U.S. teacher training program on teaching beliefs and practices: A case study of secondary school level Japanese teachers of English. JALT Journal, 29(1), 99–122.
Levis, J. (1999). Intonation in theory and in practice, revisited. TESOL Quarterly, 33(1), 37–54.
Levis, J., & Grant, L. (2003). Integrating pronunciation into ESL/EFL classrooms. TESOL Journal, 12(2), 13–19.
Lortie, D. (1975). Schoolteacher : A sociological study. Chicago, IL: University of Chicago Press.
Mattheoudakis, M. (2007). Tracking changes in pre-service EFL teacher beliefs in Greece: A longitudinal study. Teaching and Teacher Education, 23(8), 1272–1288.
Mertens, D. (2010). Research and evaluation in education and psychology: Integrating diversity with quantitative, qualitative and mixed methods, 3rd ed. Thousand Oaks, CA: Sage.
Morley, J. (1991). The pronunciation component in teaching English to speakers of other languages. TESOL Quarterly, 25(3), 481–520.
Murphy, D. (2011). An investigation of English pronunciation teaching in Ireland. English Today, 27(4), 10–18.
Murphy, J. (1997). Phonology courses offered by MATESOL programs in the U.S. TESOL Quarterly, 31(4), 741–764.
Murphy, J. (2014). Teacher training programs provide adequate preparation in how to teach pronunciation. In L. Grant (Ed.), Pronunciation myths: Applying second language research to classroom teaching (pp. 188–224). Ann Arbor, MI: The University of Michigan Press.
Murray, H. (1995). Tracing the development of language awareness: An exploratory study of language teachers in training. Unpublished doctoral dissertation. Universität Bern.
Peacock, M. (2001). Pre-service ESL teachers' beliefs about second language learning: A longitudinal study. System, 29(2), 177–195.
Polat, N. (2010). A comparative analysis of pre-and in-service teacher beliefs about readiness and self-competency: Revisiting teacher education for ELLs. System, 38(2), 228–244.
Richards, J. C., & Farrell, T. S. C. (2005). Professional development for language teachers. Cambridge: Cambridge University Press.
Scales, J., Wennerstrom, A., Richard, D., & Wu, S. H. ( 2006). Language learners’ perceptions of accent. TESOL Quarterly, 40(4), 715–738.
Sicola, L., & Darcy, I. (2015). Integrating pronunciation into the language classroom. In M. Reed & J. Levis (Eds.), The handbook of English pronunciation (pp. 471–487). Malden, MA: Wiley Blackwell.
Stake, R. E. (1995). The art of case study research. Thousand Oaks, CA: Sage.
Tang, E. L., Lee, J. C., & Chun, C. K. (2012). Development of teaching beliefs and the focus of change in the process of pre-service ESL teacher education. Australian Journal of Teacher Education, 37(5), 90–107.
Tergujeff, E. (2012). English pronunciation teaching: Four case studies from Finland. Journal of Language Teaching & Research, 3(4), 599–607.
Thomson, R., & Derwing, T. M. (2015). The effectiveness of L2 pronunciation instruction: A narrative review. Applied Linguistics.
Trofimovich, P., & Gatbonton, E. (2006). Repetition and focus on form in L2 Spanish word processing: Implications for pronunciation instruction. Modern Language Journal, 90(4), 519–535.
Tsui, A. B. M. (2011). Teacher education and teacher development. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (Vol. 21, pp. 21–39). New York, NY: Taylor and Francis.
Urmston, A. (2003). Learning to teach English in Hong Kong: The opinions of teachers in training. Language and Education, 17(2), 112–137.
Wahid, R., & Sulong, S. (2013). The gap between research and practice in the teaching of English pronunciation: Insights from teachers' beliefs and bractices. World Applied Sciences Journal, 211, 133–142.
Warford, M. K., & Reeves, J. (2003). Falling into it: Novice TESOL teacher thinking. Teachers and Teaching: Theory and Practice, 9(1), 47–65.
Woods, D. (1996). Teacher cognition in language teaching: Beliefs, decision-making and classroom practice. Cambridge: Cambridge University Press.
Wright, T. (2010). Second language teacher education: Review of recent research on practice. Language Teaching, 43(3), 259–296.
Wyatt, M. (2009). Practical knowledge growth in communciative language teaching. TESL-EJ, 13(2), 1–23.
Wyatt, M., & Borg, S. (2011). Development in the practical knowledge of language teachers: A comparative study of three teachers designing and using communicative tasks on an in-service BA TESOL programme in the Middle East. Innovation in Language Learning and Teaching, 5(3), 233–252.
Cited by (16)
Cited by 16 other publications
Almusharraf, Asma
2024. Pronunciation instruction in the context of world English: exploring university EFL instructors’ perceptions and practices. Humanities and Social Sciences Communications 11:1
Brunker, Nicole
2024. Learning to teach without an apprenticeship of observation: from home education to initial teacher education. The Australian Educational Researcher 51:4 ► pp. 1291 ff.
Gordon, Joshua & Roger Segura Arias
2024. “The Most Important Thing Is to Make Them Aware”: A Case Study of Teacher Metalanguage Knowledge and Explicit L2 Pronunciation Instruction. TESOL Quarterly
Gordon, Joshua & Lena Barrantes-Elizondo
2024. Idealizing nativeness vs. embracing nonnativeness: A case study on L2 pronunciation teachers’ identity. Language Teaching Research
Nguyen, Loc Tan & Michael Burri
2024. Pronunciation pedagogy in English as a foreign language teacher education programs in Vietnam. International Review of Applied Linguistics in Language Teaching 62:2 ► pp. 675 ff.
Gordon, Joshua
2023. Implementing explicit pronunciation instruction: The case of a nonnative English-speaking teacher. Language Teaching Research 27:3 ► pp. 718 ff.
Tsunemoto, Aki & Pavel Trofimovich
2023. Pre- and in-service teachers’ beliefs about second language pronunciation teaching, their experience, and speech assessments. System 118 ► pp. 103125 ff.
Tsunemoto, Aki, Pavel Trofimovich & Sara Kennedy
2023. Pre-service teachers’ beliefs about second language pronunciation teaching, their experience, and speech assessments. Language Teaching Research 27:1 ► pp. 115 ff.
Fraser, Helen
2022. A Framework for Deciding How to Create and Evaluate Transcripts for Forensic and Other Purposes. Frontiers in Communication 7
Kochem, Tim
2022. Exploring the Connection between Teacher Training and Teacher Cognitions Related to L2 Pronunciation Instruction. TESOL Quarterly 56:4 ► pp. 1136 ff.
2021. ‘I Feel … Slightly out of Touch’: a Longitudinal Study of Teachers Learning to Teach English Pronunciation over a Six-Year Period. Applied Linguistics 42:4 ► pp. 791 ff.
2020. Pronunciation Can Be Acquired Outside the Classroom: Design and Assessment of Homework‐Based Training. The Modern Language Journal 104:2 ► pp. 457 ff.
2017. Joint Development of Teacher Cognition and Identity Through Learning to Teach L2 Pronunciation. The Modern Language Journal 101:1 ► pp. 128 ff.
This list is based on CrossRef data as of 20 october 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers.
Any errors therein should be reported to them.